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Excellent effort so far. If you keep this up you will find this course amazingly easy after a few more weeks.You get the highest grade possible. Enjoy the summer.
Tom Murray
Welcome to Your New Wiki!

Model: Graphic of San Valentín
{sanvalentin.jpg}
Source:
http://www.contexto.com.ar/nota/44326/la-historia-de-san-valentin-y-el-dia-de-los-enamorados.html
Check for Understanding: Veinte (20) Preguntas, Papa Caliente
Guided Practice: El debate
{tequierorosa.jpg}
PROCEDURES:
other songs written by Aventura.”
Objective:
“Today’s theme is “¡Luz, Cámara, Acción!” (Lights, Camera, Action!) because we’re going to be creating our own music video for the Spanish love song: ‘Lágrimas’.”
http://www.musica.com/letras.asp?letra=1419791
Check for Understanding:
guessed meanings they discussed.after discussing them.
After discussing share what translation/definitiontranslations/definitions they guessed.
Guided Practice:
After discussing the meaning of each verse as a class, students will break into four groups and each group will originate and act out a short music video scene for their assigned verse. Each group will use three to four new Spanish words learned in each corresponding verse in their scene of the music video.

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Benchmarks:
SS.912.W.1.6: Evaluate the role of history in shaping identity and character.
Tuesday:


Set Induction:
Go around the class and ask the students what the first word is that comes to mind when they think of Valentine's Day. (Various responses)
video on Valentine'DayValentine's Day history.
(A brief history on Valentine's Day)
Discussion Questions:
San Valentín was a priest who practiced in Rome since the third century.
II. Emperor Claudio II prohibits los matrimonios (marriages) of youth.
and responsibilities.
III. Who is “El Patrón de los Enamorados” (the Patron of Lovers)? And, why?
proselytize Christianity.
Although
Although he showed his head.
IV. The Challenge: Heal the man’s blind daughter.
the gentleman.
V. El mártir (The Martyr)
year 270.
VI. El almendro: Símbolo de amor y amistad duraderos (The almond tree: symbol of lasting love and friendships)
and friendships.
VII. The celebration date: February 14th-Pope Gelasio (el Papa Gelasio)
Terni (Italia).
VIII. A Unique Tradition for enamorados (lovers)
following year.
IX. El intercambio de regalos y cartas de amor (The gift and love letter exchange)
The gift and love letter exchange tradition originated in Gran Bretaña and during the Middle Age in France, amongst the fall of the Roman Empire halfway through the 15th century.
X. How Americans adopted the holiday
San Valentín.
XI. How did Esther A. Howland affect the sale of Valentine cards?
Since 1840, Esther A. Howland began selling the first mass postal Valentine cards in the U.S.
XII. Who celebrates it today?
pleasant aroma.
Source:
http://www.contexto.com.ar/nota/44326/la-historia-de-san-valentin-y-el-dia-de-los-enamorados.html
{feliz_dia_de_san_valentin2.gif}
PROCEDURES:
infer meanings.
Objective:
American histories.”
Input:
Input:
I. Who was San Valentín?
a guide.
II. Emperor Claudio II prohibits los matrimonios (marriages) of youth.
After telling why the youth’s weddings were prohibited by the emperor, students will have a brief “debate” on High Order Thinking discussion questions. The class will be divided into two teams in which both teams will be given one minute to discuss questions and argue as either in favor or against the event that took place or belief which was held. They will have to argue its justification or lack thereof in the following discussion questions:
1. A favor (In favor): Validate Emperor Claudio II’s belief that single men made better soldiers than married men.
A contra de (Against): Criticize Emperor Claudio II’s belief that single men made better soldiers than married men.
the emperor.
A
A contra de merits them.
III. Who is “El Patrón de los Enamorados” (Patron of Lovers)? And, why?
Play a game of Papa Caliente (Hot Potato) by asking various students their opinion on whether they feel San Valetín either properly fits or does not uphold the title: “El Patrón de los Enamorados”. Toss the small ball to one student and ask them the question and then they will toss it to one of their peers who has not yet shared a comment or answered the question.
Before telling the students what the outcome to the prisoner’s chllange to Valetín was, they will get into groups of three and answer the following questions:
Predict whether he will accept the challenge. If so, will he succeed? Why do you believe so?
they discussed.
V. El mártir (The Martyr)
VI. El almendro: Símbolo de amor y amistad duraderos (The almond tree: symbol of lasting love and friendships)
Wednesday:
Set Induction:
an assessment.
Procedures:
1. Students will divided into small groups. Students will then be shown three pictures. While viewing each picture the teacher will ask a series of questions (what do you see? What do you think is happening? What do you think will happen?).
Anticipatory Set: Play the Spanish love song, “Lágrimas” (Tears), as students enter the classroom. While raising my hand, ask students, “Levanta la mano (raise your hand) if you have ever heard this song or other songs written by Aventura.”
Objective:
song: ‘Lágrimas’.”
Input:
While
Input:
While listening to in general.
Model:
{lagrima.jpg}
Check for Understanding:
After listening to the song, students will share the words that they chose with the class via a game of Papa Caliente (Hot Potato). After each word, the students will pair up with a partner and write down their guessed meanings they discussed.
they guessed.
Guided Practice:
music video.
Friday:
Introduce critical thinking questions to the class; ask students to complete an authentic assessment by writing a poem, letter, or song to a fellow classmate whose name they chose out of a hat.;

{valentines day lp.docx}
{Valentine’s Day.pptx}
Here is Arielle's power point embedded:
Valentine's day pp
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Benchmarks:
Tuesday:

Anticipatory Set: Ask if anyone in the class knows what Valentine's Day is. Ask students to reflect on what they think Valentine's Day means to them. Ask students to to think critically about a word that represents what Valentine's Day means to them, and discuss in groups, or as a class. Have various discussion questions to explore the different meanings each students may have about what Valentine's Day means to them. For example, “Is Valentine's Day more for children or adults? Singles or couples? In what ways has Valentine's Day been commercialized? What does the word “love” mean to you? How does “love” differ from “infatuation”? What are some other holidays that we celebrate that involve expressing love for family, friends, pets, etc.? (These critical thinking questions can be discussed in groups, as a class, or in a free-response written assignment.)
State Objective: Inform students that Valentine's Day has a very different history than what our society assumes it does. Tell students that this lesson will include vocabulary that relates to Valentine's Day, and that we will be using those vocabulary words, as well as their synonyms and Spanish translations, to write a Valentine's Day card to one of their classmates.
power point found at http://www.slideshare.net/Michellep1/valentines-day-pp, about the
Model: Using a picture that represents Valentine's Day, ask students to discuss, as a class, a word that represents that best represents each picture. Ask each students why they chose the word they did.
Check For Understanding: Ask students if they have any questions about what they will be completing in class, and answer as best you can.

After discussing within pairs, students will share what translation/definition they guessed. While discussing them as a class, students will write down the correct translation/definitions to compare them to what they guessed.
Guided Practice:
assigned verse. StudentsEach group will use verse in their scene of the music video.
Friday:
Introduce critical thinking questions to the class; ask students to complete an authentic assessment by writing a poem, letter, or song to a fellow classmate whose name they chose out of a hat.;

The student will show at least 95% comprehension of vocaubulary words and synonyms by using the words in a sentence, phrase, and/or paragraph they write to a classmate for Valentine's Day.
Procedures:
Day is. Ask students to reflect on what they think Valentine's Day means to them. Ask students to to think critically about a word that represents what Valentine's Day means to them, and discuss in groups, or as a class. Have various discussion questions to explore the different meanings each students may have about what Valentine's Day means to them. For example, “Is Valentine's Day more for children or adults? Singles or couples? In what ways has Valentine's Day been commercialized? What does the word “love” mean to you? How does “love” differ from “infatuation”? What are some other holidays that we celebrate that involve expressing love for family, friends, pets, etc.? (These critical thinking questions can be discussed in groups, as a class, or in a free-response written assignment.)
State Objective: lesson will inlcudeinclude vocabulary that classmates.
Input: Ask students if they know they history of St. Valentine's Day, and and how it originated. Show students Valentine's Day: http://www.history.com/topics/valentines-day/videos#history-of-valentines-day
Model: Explain what a synonym is, then definehttp://www.history.com/topics/valentines-day/videos#history-of-valentines-day. Discuss the word “love” with students. Have them each come up with synonyms,history behind St. Valentine's day, as well as the varying histories of St. Valentine's Day, using a thesaurus, for that word. Have students write them on the board as they findpower point about the synonyms, forhistories of St. Valentine's Day. Discuss the class to see. AfterSpanish version of St. Valentine's Day.
Model: Using a picture that represents Valentine's Day, ask students have come up withto discuss, as a list, look up the Spanish translation forclass, a word that represents that best represents each picture. Ask each students why they chose the word “love” in and Spanish/English dictionary, and write it on the board as well.they did.
Check For Understanding: Ask students if they have any questions about what they will be completing in class, and answer as best you can.
Guided Practice: Draw a table withAfter the discussion, divide students into groups of three columns and 10 rows;or four, with each group receiving 3 pictures representative of Valentine's Day. Inform students that they are to answer the first columnquestions as a group about each picture: What do you see in the picture? What do you think is happening in the picture? What do you think will be forhappen in the Valentine's related word, suchpicture? Discuss each groups response as “love”,a class. Using a word bank as a class, discuss how each word in the second column will be titled “Synonyms”,word bank relates to Valentine's Day. Have students break into their groups again, and working together as a group, find two to three synonyms for each of the third column willvocabulary words in their word bank.
Independent Practice: Have students write a vocabulary word or synonym for the vocabulary that corresponds to one of the pictures used earlier (they should be labeled, “Spanish Translation”. Guideplaced around the classroom for students to comewalk up with 10to, and match words on their own,with). Have students discuss as a class or in small groups, that can be relatedwhy they chose to Valentine's Day.
Independent Practice: Frommatch the words they used to the picture they decided represented that list of 10 Valentine's Day vocabulry terms, haveparticular word. After students find their synonyms andhave come up with a list, look up the Spanish translation using their thesaurus and dictionaries, either independently orfor the word “love” in groups.and Spanish/English dictionary, and write it on the board as well.
Assessment: Before beginning the assessment, ask students to think about a time they were complimented, received a special gift, gave a special gift, spent time with a loved one, or was the recipient of a nice gesture. Ask them to think about how they felt during and after that situation occurred. Have students randomly, and thinking about how they felt, have students write a Valentine's Day note to the person's name heletter, song, poem, or she drew usingcard, that would make their classmate feel the vocabulary words, synonyms, Spanish translations,way they felt during the experiences they reflected on when they received a nice gesture or combinationcompliment. In their Valentine's Day letter, song, poem, or card, they must use a minimum of words.5 vocabulary terms and/or their synonyms, in complete sentences. Check the of the studentsforstudents for accuracy and politeness before givingallowing the students to give them to their recipients.recipients in class.
ESOL Adjustments:
Level 1 (Pre-Production): Have students show understanding of the definitions of the word “love”

{feliz_dia_de_san_valentin.gif}
CONTENT:
HistoriaVersión Hispana (Hispanic History)de la Historia del Día de San Valentín (Spanish Version of the Valentine's Day History )
I. Who was San Valentín?
San Valentín was a priest who practiced in Rome since the third century.
Although he showed interest in a prince Claudio II, the army, and the Governor of Rome, named Calpurnio, they persuaded him to remove it from his head.
IV. The Challenge: Heal the man’s blind daughter.
ordered that ValetínValentín be imprisoned; and put ValetínValentín to the born blind. ValetínValentín accepted the
V. El mártir (The Martyr)
Christianity. Nevertheless, ValetínValentín was still
VI. El almendro: Símbolo de amor y amistad duraderos (The almond tree: symbol of lasting love and friendships)
The young girl Julia, grateful for the saint, planted an almond tree with pink flower on his grave. From then on the almond tree would be a symbol of lasting love and friendships.
VII. The celebration date: February 14th-Pope Gelasio (el Papa Gelasio)
honor San ValetínValentín between the
VIII. A Unique Tradition for enamorados (lovers)
Each year it is celebrated in that temple, an act of compromise on the side of various couples who want to get married the following year.